AS REPERCUSSÕES DAS POLÍTICAS DE AVALIAÇÃO E DA RECONFIGURAÇÃO DO ESTADO NO TRABALHO DOCENTE: o caso do Rio Grande do Sul

Abstract

The objective of this paper is to present and analyze the educational policies conducted in the state of Rio Grande do Sul, which are anchored in the results of external evaluations, with the presence of non-state actors. In this way, we use theoretical and methodological tools provided by Ball, Junemann, and Santori (2017). Drawing from the concept of political networks, we demonstrate how global principles of market-based educational reforms are introduced, and we turn our attention to state reform through managerialism, as Clarke and Newmann (1997) put it. In the sequence, we present the policies introduced by the Department of Education of Rio Grande do Sul and their content, as well as the design of a network derived from the data captured in the research. Finally, we discuss the implications of these policies - brought about by the redefinition of the role of the state and the emphasis on assessments - on teaching work and the curriculum of public schools in Rio Grande do Sul.